Scientific literacy is a fundamental twenty-first-century competency, yet Indonesian students’ scientific literacy remains low based on the 2022 PISA results. This study aims to analyze the pedagogical needs of elementary school teachers in developing electronic modules to improve students’ scientific literacy in Grade 5 science learning. This study employed a qualitative approach with a descriptive qualitative design involving eight Grade-5 elementary school teachers in cluster M, Madiun, East Java, Indonesia. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis to explore in depth the teachers’ pedagogical needs in developing scientific literacy through the use of electronic modules. Results: The findings reveal dimensions of teachers’ pedagogical needs including (1) the need to strengthen teachers’ understanding of scientific literacy concepts, (2) the need for curriculum-aligned and in-depth materials supported by structured scientific readings to facilitate conceptual understanding, (3) the need for methods and learning strategies providing systematic scenarios, supporting differentiation, and improving teachers’ pedagogical competence in teaching scientific literacy, (4) a gap between positive perceptions of electronic modules and the absence of implementation experience due to limited access and digital competence, (5) the need for technical features including contextual multimedia, interactive activities, higher-order thinking skills-based assessments, and lightweight electronic module designs compatible with infrastructure limitations. The findings indicate that the development of electronic modules to improve students’ scientific literacy must be responsive to teachers’ pedagogical needs by integrating conceptual, methodological, and technical aspects.
With digital-intelligence technologies becoming increasingly embedded in educational practice, limitations in traditional teacher education have gradually emerged, particularly in terms of competency alignment, curriculum organization, and training models. In response to these challenges, this study addresses the professional development requirements of teachers in the digital-intelligence era by proposing a competency framework comprising Digital Literacy, Innovation Literacy, Subject Literacy, Humanistic Literacy, Educational Literacy, and Critical Thinking (DISHEL-CT), and by constructing an integrated training model grounded in technology empowerment, competency foundation, and practice-oriented innovation. Taking the geography teacher education program at Beibu Gulf University as an empirical case, the curriculum system was systematically reorganized into a structured model characterized by dual foundations, three extensions, four modules, and a central practice axis with two supporting wings. During instructional implementation, a double-helix nested case-based approach and a theme-based situational digital teaching model were adopted to integrate digital technologies across the entire teaching, learning, assessment, and instructional management process. Additionally, an evaluation scale grounded in the DISHEL-CT competency structure was developed to examine the outcomes of the training reform. Empirical analysis indicates that the reform measures were associated with observable progress in pre-service teachers’ disciplinary understanding, educational practice awareness, humanistic orientation, and digital-instructional capability. The findings offer a practice-oriented reference for the reform of teacher education programs in the digital-intelligence era.
Proficiency in academic writing is widely recognized as a foundational competence for students enrolled in English-medium instruction programs; however, systematic evidence regarding the nature and distribution of writing difficulties across socio-academic groups remains limited. In the present study, linguistic error patterns in undergraduate academic writing were examined within an English-medium instruction context, with particular attention given to disciplinary background and gender as socio-educational variables. A total of 49 undergraduate students from the University of Dhaka participated in the study, and academic essays were collected as writing samples. A multi-stage analytical framework was employed, combining manual linguistic error analysis with quantitative statistical procedures conducted using SPSS (Version 25). Errors were categorized into four principal domains: grammatical errors, lexical errors, mechanical errors, and discourse-level errors. The distribution of errors revealed that grammatical errors constituted the most frequent category, whereas discourse-level errors occurred least frequently. Independent-samples t-tests were performed to examine differences across gender and disciplinary affiliation. No statistically significant differences were identified between male and female students in overall linguistic error production. In contrast, statistically significant differences were observed between disciplinary groups, with students from social science disciplines producing fewer linguistic errors than their counterparts from science disciplines. The results underscore the importance of discipline-sensitive writing instruction and targeted pedagogical interventions aimed at strengthening grammatical accuracy and genre-specific discourse competence. This study contributes to a more nuanced understanding of academic writing difficulties in English-medium instruction in higher education and provides an empirical foundation for curriculum design and academic writing support programs.
The rapid expansion of research on academic resilience in Indonesia has been driven by digitalization, hybrid learning, and demands for equitable quality. However, a systematic synthesis of intellectual structure, thematic evolution, collaboration networks, and scholarly impact remains absent. In this study, a comprehensive bibliometric and science mapping analysis of academic resilience research in the Indonesian context from 2000 to 2025 was conducted. Performance analysis and science mapping techniques—including co-word analysis, co-citation analysis, bibliographic coupling, thematic evolution mapping, and burst keyword detection—were integrated and visualized using VOSviewer. Records were retrieved through Publish or Perish based on Google Scholar. The findings reveal three major patterns. First, publication trends indicate a shift from predominantly psychological and pandemic-related online learning themes toward institutional and systemic concerns and culturally embedded educational practices. Second, five dominant thematic clusters were identified: individual capacities, social support, academic outcomes, institutional and learning environments, and Indonesian cultural–linguistic contexts. Third, scholarly influence is concentrated in review articles and pandemic-era empirical studies employing validated measurement scales and mechanism-based structural models. Cross-national comparative studies were found to enhance citation reach. Overall, the intellectual trajectory of academic resilience research in Indonesia is structured around a dominant explanatory pathway linking self-efficacy and support to resilience and subsequent outcomes. Substantive research gaps remain at the lecturer and organizational levels, as well as in the systematic integration of Islamic and Indonesian linguistic–cultural frameworks into resilience theory. These findings provide a systematic intellectual mapping of the field and offer a foundation for advancing contextually grounded and policy-relevant research agendas.
The aim of the present study is to evaluate the impact of the elements of Information Systems (IS) Success Model i.e., information quality, service quality, and system quality on the learners’ satisfaction with moderating role of teacher in EdTech platforms. Primary data were collected through questionnaire method from 473 students of 5th to 12th standard who were availing services of EdTech platforms. Results of the study substantiated significant positive association between IS success model constructs and learners’ satisfaction. Likewise, moderating role of teachers has been instituted between DeLone and McLean IS Success Model constructs and learners’ satisfaction. Furthermore, results established that the impact of service quality and information quality on learners’ satisfaction is enhanced in the presence of teacher whereas impact of system quality is decreased in teacher’s presence. Present study makes unique addition to the sparse literature on user’s satisfaction in e-learning environment on EdTech platforms by reintroducing the posits of the DeLone and McLean IS Success Model, 2003 and building it on the premise that teacher plays a crucial role in affecting learner’s satisfaction with system, service, and information quality.
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